The Grammar Dimension in Instructed Second Language Learning
1st Edition
Published on 19. December 2013
256 pages
978-1-4411-1501-0 (ISBN)
Description
One of the key issues in second language learning and teaching concerns the role and practice of grammar instruction. Does it make a difference? How do we teach grammar in the language classroom? Is there an effective technique to teach grammar that is better than others?
While some linguists address these questions to develop a better understanding of how people acquire a grammar, language acquisition scholars are in search of the most effective way to approach the teaching of grammar in the language classroom.
The individual chapters in this volume will explore a variety of approaches to grammar teaching and offer a list of principles and guidelines that those involved in language acquisition should consider to design and implement effective grammar tasks during their teaching. It proposes that the key issue is not whether or not we should teach grammar but how we incorporate a teaching grammar component in our communicative language teaching practices.
While some linguists address these questions to develop a better understanding of how people acquire a grammar, language acquisition scholars are in search of the most effective way to approach the teaching of grammar in the language classroom.
The individual chapters in this volume will explore a variety of approaches to grammar teaching and offer a list of principles and guidelines that those involved in language acquisition should consider to design and implement effective grammar tasks during their teaching. It proposes that the key issue is not whether or not we should teach grammar but how we incorporate a teaching grammar component in our communicative language teaching practices.
Reviews / Votes
This is an excellent collection of papers concerned with theory, pedagogic developments and empirical research on the complex role of grammar instruction in second language learning. Essential reading for language teachers, researchers of second language acquisition and educators. Combining chapters describing the theoretical motivation for such pedagogic interventions as `input enhancement`, `processing instruction` and `interactional feedback` with chapters reporting careful empirical studies of the effects of these and other interventions on developing knowledge of L2 grammar, this book is an excellent example of how Second Language Acquisition research can contribute to effective L2 pedagogy. Each chapter is authoritative, accessible, and the range of issues the book deals with in learning grammar is wide. The result is a very valuable contribution to our understanding of how instruction can facilitate L2 learning. The particular strength of this book is the linkage it creates between theory based in linguistics and evidence-based practice research. Reviewed * The Year's Work in English Studies, 94:1 *More details
Series
Edition
1. Auflage
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing PLC (Digital)
Target group
Professional and scholarly
ISBN-13
978-1-4411-1501-0 (9781441115010)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Alessandro G. Benati | Cecile Laval | Maria Arche
The Grammar Dimension in Instructed Second Language Learning
Book
06/2015
Bloomsbury Academic
€56.00
Shipment within 15-20 days
Alessandro G. Benati | Cecile Laval | Maria Arche
The Grammar Dimension in Instructed Second Language Learning
Book
12/2013
Bloomsbury Academic USA
€222.40
Shipment within 15-20 days
Persons
Alessandro Benati is Professor in Applied Linguistics and Second Language Studies and Director of Research and Enterprise at the University of Greenwich, UK.
Cecile Laval is Principal Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.
Maria Arche is Senior Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.
Cecile Laval is Principal Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.
Maria Arche is Senior Lecturer in Applied Linguistics, French & International Studies, University of Greenwich, UK.
Content
List of contributors
Foreword
Roger Hawkins
Acknowledgements
Introduction: Grammar Dimension in Instructed Second Language Learning
Alessandro Benati, Cecile Laval, and Maria Arche
Part One: Theoretical and Pedagogical Developments
Chapter 1. Against Rules
Bill VanPatten and Jason Rothman
Chapter 2. Possibilities and Limitations of Enhancing Language Input: a MOGUL
perspective
Mike Sharwood-Smith
Chapter 3. Processing Instruction: Where research meets practice
James Lee
Chapter 4. Collaborative Tasks and Their Potential for Grammar Instruction in
Second/Foreign Language Context
Maria del Pilar Garcia Mayo
Chapter 5. Interactional Feedback: Insights from theory and research
Hossein Nassaji
Part Two: Empirical Research
Chapter 6. Instructed SLA as parameter setting: Evidence from earliest-stage learners
of Japanese as L2
Megan Smith and Bill VanPatten
Chapter 7. The Relationship between Learning Rate and Learning Outcome for
Processing Instruction on the Spanish Passive Voice
James Lee
Chapter 8. Coproduction of Language Forms and Its effects on L2 Learning
Hossein Nassaji and Jun Tian
Chapter 9. Raising Language Awareness for Learning and Teaching L3 Grammar
Tanja Angelovska and Angela Hahn
Index
Foreword
Roger Hawkins
Acknowledgements
Introduction: Grammar Dimension in Instructed Second Language Learning
Alessandro Benati, Cecile Laval, and Maria Arche
Part One: Theoretical and Pedagogical Developments
Chapter 1. Against Rules
Bill VanPatten and Jason Rothman
Chapter 2. Possibilities and Limitations of Enhancing Language Input: a MOGUL
perspective
Mike Sharwood-Smith
Chapter 3. Processing Instruction: Where research meets practice
James Lee
Chapter 4. Collaborative Tasks and Their Potential for Grammar Instruction in
Second/Foreign Language Context
Maria del Pilar Garcia Mayo
Chapter 5. Interactional Feedback: Insights from theory and research
Hossein Nassaji
Part Two: Empirical Research
Chapter 6. Instructed SLA as parameter setting: Evidence from earliest-stage learners
of Japanese as L2
Megan Smith and Bill VanPatten
Chapter 7. The Relationship between Learning Rate and Learning Outcome for
Processing Instruction on the Spanish Passive Voice
James Lee
Chapter 8. Coproduction of Language Forms and Its effects on L2 Learning
Hossein Nassaji and Jun Tian
Chapter 9. Raising Language Awareness for Learning and Teaching L3 Grammar
Tanja Angelovska and Angela Hahn
Index
